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Schools not offering GCSE, 54% in 2017 down to 41% in 2019?

Discussion in 'Computing and ICT' started by binaryhex, Feb 20, 2019.

  1. binaryhex

    binaryhex Lead commenter

    The subject is interesting, no doubt.

    Unfortunately, the problem is the number of state schools offering the subject is diminishing at an alarming rate. If you believe in state education, then you may have a problem in many areas of the country. Grammar schools, Public ones or working abroad certainly are options. Some areas are also now so expensive to live in, taking a job means resigning yourself to forever living in poverty, sharing a small flat and non-existent opportunities to escape the poverty. You also have a problem securing a job because there aren’t enough HoDs or SLT who understand what to look for when employing a CS specialist; at the moment, the cheapest of the cheap option is always going to be favourite, regardless of qualifications.
     
  2. dalersmith

    dalersmith New commenter

    It is strange though how many headteachers complain that that recruitment is difficult. In the Yorkshire and Humber region there are very few jobs available, despite having at least two PGCE Computing courses within the same region, larger academy trusts in the same region also pump out Computing teachers via SCITTs and teach first, so in reality plenty to choose from as far as talent bank goes. However, as binaryhex points out schools are opting out of computer science, not because of lack of talent but because, it is as hard as if not harder than physics, but in most cases without a decent key stage 3 to back it up. In my view not so much a lack of talent, more a lack of ambition.
     
  3. moscowbore

    moscowbore Senior commenter

    I agree with binaryhex and dealersmith. In this day and age, Computing should be a compulsory subject up to age 16. Actually, it probably is. OFSTED seem to ignore this fact when inspecting schools while they are also ignoring pointless over marking.

    Schools do complain that they have trouble recruiting. The whole truth is that they have trouble recruiting anyone cheap.

    I am sure when the extra training bought by that 80 million kicks in all will be well.
     
  4. Dorsetdreams

    Dorsetdreams Occasional commenter

    :D:D:D:D:D
     
  5. PersianCatLady

    PersianCatLady New commenter

    @JacquesJacquesLiverot @moscowbore @SundaeTrifle

    Thank you so much for replying to my post.

    I will admit that I was feeling very down about my future as a Computer Science teacher when I wrote my earlier post but your comments have given me something to think about.

    I am so grateful that you took the time to help me and give me encouragement and advice.

    Thank you.
     
    SundaeTrifle likes this.
  6. PersianCatLady

    PersianCatLady New commenter

    Just this week I saw a MAT in the Humberside area advertising for both an ICT Teacher and an NQT ICT Teacher at each of its four secondary schools.

    With regards to ITT courses there may be many of them across the country but many SCITT / School Direct schemes will only offer one or two places each year.

    I am not sure of the actual statistics regarding how many trainees actually complete the course and get QTS but I have personally seen* many trainees post their "goodbyes" to the group as they leave their courses.

    It is all very sad.

    * By seen I mean in the virtual sense in one or two specific PGCE / ITT Computer Science 2018/19 online groups.
     
  7. dalersmith

    dalersmith New commenter

    You are correct that it is all very sad, and it is true that large MATS are recruiting ICT teachers, however, ICT is not part f the National Curriculum, nor is vocational ICT as hard as Computer Science. I suppose that point I am trying to make is that there are a fair number of CS teachers available, but few actual CS posts. My PGCE was ICT, my degree is Computer Science, I am happier teaching computing rather than ICT or iMedia, I find them harder after the reforms than teaching CS. The old ICT courses(Nationals and the like ) were quick fixes that taught little that students remembered.
     

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